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Breaking boundaries and opening borders by clicking into an inclusive virtual simulated learning environment

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Abstract

This paper examines the utility of virtual simulation as an inclusive learning activity. Using a framework derived from literature, the Virtual Simulated International Placements (VSIP) were developed, and we explored the experiences of learners and facilitators to identify the pedagogical practices that they adopted during the learning activities with an approach inspired by phenomenography. Data from focus groups with 6 learners and 6 facilitators who participated in the VSIP were analysed along with 64 survey responses from learner participants. The findings of the study indicate there were three key concepts of the virtual simulation which supported inclusive learning environments. Overall, the participants’ reflections indicated that the VSIP offered an accessible and usable way to engage in international placements that supported a personalised learning journey. Finally, the findings suggested VSIP should incorporate a diverse range of perspectives, backgrounds, and experiences to create and promote an inclusive learning environment. Further research can explore if these activities create a greater acceptance of different peoples’ perspectives and cultures as well as impact stereotypes and biases. In addition, key concepts that made this teaching and learning activity inclusive could aid future investigation into how and why virtual simulations can be inclusive.

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Data availability

The dataset generated and analyzed during the current study is available to the authors but is not publicly available due to ethical guidelines. The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.

Abbreviations

IEC:

International Eyecare Community

VSIP:

Virtual Simulated International Placements

SUS:

System Usability Scale

M:

Mean score

± SDs:

± Standard Deviations

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Acknowledgements

Clinical staff and academics at the Sankara Nethralaya hospital and Deakin University.

Funding

The authors received funding support from the Australian Government Department of Foreign Affairs and Trade New Colombo Plan and all authors certify that they have no affiliations with or involvement in any organization or entity with any financial interest or non-financial interest in the subject matter or materials discussed in this manuscript.

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Authors and Affiliations

  1. School of Medicine (Optometry), Faculty of Health, Deakin University, 75 Pigdons Road, Waurn Ponds, Victoria, 3216, Australia

    Amanda K. Edgar, James A. Armitage & Luke X. Chong

  2. Deakin Learning Futures, Deakin University, 1 Gheringhap Street, Geelong, VIC, 3220, Australia

    Amanda K. Edgar

  3. Medical Research Foundation, Elite School of Optometry, Chennai, India

    Anuradha Narayanan

  4. Partnerships and Engagement, Office of the Executive Dean, Faculty of Health, Deakin University, 221 Burwood Highway, Burwood, VIC, 3125, Australia

    Nadeeka Arambewela-Colley

Authors
  1. Amanda K. Edgar
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  2. James A. Armitage
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  3. Luke X. Chong
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  4. Nadeeka Arambewela-Colley
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  5. Anuradha Narayanan
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Contributions

A.K.E led the conception, design, analysis and interpretation of the work, developed the framework for virtual simulated international placements, wrote the main manuscript text, prepared figures and tables. A.N made contributions to design, thematic analysis, interpretation of these data, reviewed the framework and contributed to the manuscript text. J.A.A made substantial contributions to the conception, thematic analysis, reviewed the framework and interpretation of these data. N.C made substantial contribution to the conception and design of the work and contributed to the introduction. L.C made substantial contribution to the qualitative data collection and contributed to the introduction and discussion text. All authors revised and reviewed the manuscript.

Corresponding author

Correspondence to Amanda K. Edgar.

Ethics declarations

Ethics approval

This study was approved by the Human Ethics Advisory Group Health (HEAG-H 30_2021) at Deakin University. The study was reviewed and approved by the Ethics committee and Institutional Review board of the Vision Research Foundation, Chennai, India (1150-2023P). All necessary permissions for conducting the research were obtained from the relevant administrators and all methods were performed in accordance with the relevant guidelines and regulations. Written informed consent was obtained from all the participants after all aspects of the study were explained.

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The authors declare that they have no competing interests.

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Edgar, A.K., Armitage, J.A., Chong, L.X. et al. Breaking boundaries and opening borders by clicking into an inclusive virtual simulated learning environment. Educ Inf Technol (2023). https://doi.org/10.1007/s10639-023-12369-1

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